Augmented Reality Technology as an Immersive Teaching Tool in the Middle School Biology Course

¹ State University of Education, Moscow, Russia
² Omsk State University named after F.M. Dostoevsky, Omsk, Russia
³ Novosibirsk State Pedagogical University, Novosibirsk, Russia
⁴ Omsk State Pedagogical University, Omsk, Russia
⁵ Omsk State Transport University, Omsk, Russia

^* Corresponding author: arbuzova-elena@mail.ru

Abstract

Based on the analysis of publications on the topic of digitalization of biological education, the article identifies four trends associated with the introduction of digital technologies and tools into the educational process: the formation of a blended learning model; transition to online learning; creation of an immersive educational environment; use of augmented reality technology. These trends are interconnected, and each of them affects the general biological education in Russia. On the one hand, digitalization contributes to an increase in the openness, flexibility of education, and an increase in the involvement of schoolchildren in the process of teaching biology in high school. On the other hand, it leads to the creation of a new educational situation, the inclusion of new factors in the system of biological education, which changes the nature of the relationship between its main participants. Digitalization introduces significant changes in the role of a biology teacher and a high school student in the process of teaching biology, which requires appropriate adaptation. The necessity of systematizing the educational and social effects of the introduction of immersive technologies in biological education and conducting longitudinal studies is substantiated. The design of the study was developed, which is based on the strategy of introducing immersive technologies in blended teaching of biology in high school.